English For Specifik Purpose ( Analyze the syllabus )

Assignment Examination                                                                              LECTURE

English for Specific Purpose                                                             Indah Musdalifah M,Pd

English For Specific Purpose

(Analyze The Syllabus of Dakwah Management University Of SUSQA Riau)

Written By:

Nama : siska Marlina

(1488203025)

Smester : IV (B)

UNIVERSITY OF LANCANG KUNING

Faculty of Teacher Training Education

English Departement

T.A :2015/2016

CHAPTER I

INTRODUCTION

1.      Background

ESP was as most developments in human activity ; ESP was not a planned and coherent movement, but rather a phenomenon that grew out of a number of converging trends because English had become international language, which all aspects used it. ESP aims at acquainting learners with the kind of language needed in particular domain, vocation or occupation.

ESP has become increasingly important as:

·         There has been an increase in vocational training and learning through out the world.

·         With the spread of globalization has come the increasing use of english as the language of international communication. More and more people are using English in a growing number of occupational context.

·         Student are starting to learn and therefore master general English at a younger age and so move on to ESP at the earlier age.

·         This article will be presented definition and characteristic of ESP and also presented history and phases in developement of ESP here will be explained why in ESP needs analysis and the differences between ESP (English For Specific Purpose) and GE (General English). The hopes from this article that anyone can gain some benefit information from this article.

                                                                                      

CHAPTER II

CONTENT

1.      A. The definition and characteristics of English For Specifik Purpose.

ESP is centered on the languange apporiated to the activities of a given discipline. ESP according to Hutchinson and Waters ( 1987:19), “ESP is an approacch to language teaching in which all decisions as to content and method are based on the leaner’s reason for learning.” In this connection, DUDLEY-Evans (1998) explain taht ESP may not always focus on the language for one specific discioline or occupation, such as English for law or English for Engineering.

On this occasion the author was ordered to analyze the English syllabus of different majors (not majoring in English). syllabus which were analyzed by the authors is the syllabus of the Dakwah departement from University of islam Riau. Syllabus used a syllabus of a book or a module entitled "REACH II level text book" in which the author is Kalayo Hasibuan

2.      Analyze Syllabus from Faculty of Dakwah UIN

In analyze of ESP the writer has analyze the syllabus of English from faculty of dakwah islam university of riau in this syllabus the study of english actually not too specific and it’s same with English general. Same with another English general but, the sources which took from the sources that basic of islam education. And the syllabus has some topic such as the first topic it’s about physical appearance. See the table below:

Topics	Basic Competence	Learning Experience
1.      Physical appearance	Ss are able to communicate in oral and writtenn in English about physical appearance in the four language skills with the support of relevant language components.	1.      Indentifying vocabulary about people and their phsycal appearances 2.      Telling about people and their physical appearances 3.      Using relevant language components.

From the table above we can see the faculty of DAKWAH UIN have a basic competences that able to communicate in oral and written english about physical appearance in the four languge skills with the support of tolerant language components. It’s almost same wiith another general English leson. In this topic there are some indicator but, the writer only took 3 indicator for this analyze. Based the indicator, the topic describrs the students were instructed to indentify their vocabulary about people and the physical appearance it is has the similar to English general which always studied by students generally. Then in the second indicator the students were instructed to tell about people and physical form and in the third indicator they should using the relevant language.

The second topics is SS are able to communicate in oral and written in English about preferences in the four language skills with the support of relevant language components. See the table below:

Topics	Basic competences	Learning Experience
Preferences	SS are able to communicate in oral and written English about preferences in the four language skills with the support of relevant language components	1.      Indentifying vaocabulary about preferences 2.      Telling about preferences 3.      Using relevant language components

Can be seen from the table above that in the syllabus competencenya basic part students are asked to communicate orally and in writing in English on the preferences. and in the syllabus indicators students are asked to identify the vocabulary about preferences and also talked about preferences. in this case the students are still using the English language ordinary general studied by students who learn English in general. The next topic in the third where the topic theme of city life, the basic competence of this section students still be required to communicate orally and in writing in English about city life in four language skills skills with the support of relevant language components. In this section regardless of the language is still common as other general English language in which the syllabus is the use of language does not show the specific purpose of the department itself.

The fourth topic of religion and its practice basic competence that should remain the same as other topics see the table below:

Topic	Basic Competences	Learning Experiences
Religion and Practice	SS are able to communicate in oral and written English about religion about religion and it’s practice	1.      Indentifying vocabulary end expressions about religion and it’s practice 2.      Telling about one’s own religion and it’s practice 3.      Using relevant language components.

based on the table above the basic competencies that are used are still the same on topics before they also ask students to communicate orally and in writing about religion and practice it. while in the learning experience that exist on this topic is still the same in the previous topic mahsiswa asked to identify the vocabulary and expressions of faith and practice, tells the story of one's religion and to practice and use the language in accordance with the relevant components. in this section there is a specific language based on the theme of Religion there are some very specific vocabulary based on themes such example is faith, where faith is the same with trust but the theme of this religion faith means believing in god. then there is the word submit, reveal, salvation, reside, bowing, threat and creed. such that when the word salvation in its common language can also be called a safety, then word  reveal where in the general English language is also called expressing, and creed which in English is also referred to his general belief. In this topic students learn about religion and beliefs held by people who are there in the world use language specific to assign it to the theme. In the fifth part there are learning with welfare topics. See the table below:

Topic	Basic Competence	Learning Experience
Welfare	SS are able to communicate in oral and written in English about Welfare	1.      Identifying vocabulary about welfare 2.      Telling about welfare 3.      Using relevant language components

we all probably already know what the welfare and the welfare smelled as to whether, in this handout there are some very specific vocabulary to have its own welfare. The following vocabulary of welfare :

A.    Vocabulary

Buying :

Bargain, bill, cost, expense, installments, price, purchase, purse, receipt, reduction, refund, spend wallet.

Earning :

Bonus, earn, earnings, income, gross income, net income, rise.

Giving :

Collection, donate, donation, fee, fine, grant, income, tax, inherit, inherintance, pension, pocket money, rent, scholarship, tip, winnings.

Other related words :

Add up, go up/ down, make ends meet, pay back, pay into, put down, put towards, run out, save up, take out, profit, property, valuable, value, waste of money, wealth, worth, worthless, affluent, broke, generous, hard-up, mean, poor, prosperous, rich, stingly, wealthy.

based vocabulary can be concluded that the use of language is to contain specific purpose. of the language used in accordance with the topics described on welfare.

On  the sixth syllabus used to use the topic of preserving cultures. see table below:

Topics	Basic Competence	Learning Experiences
Preseving Cultures	SS are able to communicate in oral and written English about preserving culture	1.      Identifying vocabulary about preserving cultures 2.      Telling about preserving culture 3.      Using relevant components

the use of English in this section do not show the specific purpose of this topic there are only a few vocabulary that support the topic below is a vocabulary that support the topics in this section "preserving cultures"

B.     Vocabulary

Continuity, devise, request, florish, spear, fashion, cultivate, exoyic, witness, in accordance w the language used still looks the same on the English language in general, only a few vocabulary that supports the topics in this section.ith, graceful, introduce, meet, promote, something, bored, foreign, countries, cheerlader.

CHAPTER III

CONCLUSION

based on the explanation above analysis can be conclude as follows:

1.      ESP is centered on the languange apporiated to the activities of a given discipline. ESP according to Hutchinson and Waters ( 1987:19), “ESP is an approacch to language teaching in which all decisions as to content and method are based on the leaner’s reason for learning.” In this connection, DUDLEY-Evans (1998) explain taht ESP may not always focus on the language for one specific discioline or occupation, such as English for law or English for Engineering.

2.      In analyze of ESP the writer has analyze the syllabus of English from faculty of dakwah islam university of riau in this syllabus the study of english actually not too specific and it’s same with English general. Same with another English general but, the sources which took from the sources that basic of islam education.

3.      the use of a specific language only obtained on some topics while other topics are the use of the language used in general

REFERENCES

Hasibuan,Kalayo(2014).Reach Level II Text Book Revised Edition.Pekanbaru: UIN Suska Riau.

Warmer,Patricia K, et al, A Communicative Grammar, McGraw Hill, 1996